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Session 2793

On Distance Learning in Engineering

M.M. Morcos, D.L. Soldan Kansas State University

Abstract

Engineering programs have been offered to off-campus students for many years. Most of the successful programs have been concentrated in metropolitan areas with large numbers of engineering companies or at military installations. Current technology and demographics present new challenges and opportunities in reaching many engineers who work for small companies and need to continue their education while on the job.

The effectiveness of televised instruction has been measured by comparing test scores and other achievement measures of students who are taught in traditional classrooms with those students who are taught by televised classes. A majority of these comparative studies show that students taking televised classes do as well, if not better, than those who are taught in traditional face-to- face type of environment.

The need for providing higher education to part-time students working in industry is growing. Delivery methods include live televised courses, videotapes, and the Internet. These methods depend on cost effectiveness and university support. Long-term, sustaining efforts that can grow and be a part of the education business are needed.

Colleges are moving toward a point where students may be matched with a particular delivery medium based on their learning styles and on their lives. For distance learning to succeed, it has to have institutional reward systems that reflect distance-learning activity. This paper provides a comprehensive review of the use of distance learning in engineering curricula and continuing education.

I. Introduction

Technology has enabled a radical shift in the way education for people of all ages can be addressed. In an age of life-long learning and increasing globalization, distance learning alternatives appear destined to become even more important to educational institutions of all types. Distance learning technologies provide the means whereby learners can interact with peers, resources, and experts to build knowledge and develop skills. Networks enable the teacher to become a facilitator, providing educational structures, and guiding the learner in accessing the data and organizing the information into knowledge. These systems serve to give learners increased control and agency in the knowledge-building process [1].

Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Education

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Morcos, M., & Soldan, D. (2001, June), On Distance Learning In Engineering Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. 10.18260/1-2--9620